给去英国留学的国际学生的语言学专业学习指南.doc

College English Curriculum Requirements With a view to keeping up with the new developments of higher education in China, deepening teaching reform, improving teaching quality, and meeting the needs of the country and society for qualified personnel in the new era, College English Curriculum Requirements (Requirements hereafter) has been drawn up to provide colleges and universities with the guidelines for English instruction to non-English major students.Because institutions of higher learning differ from each other in terms of teaching resources, students’ level of English upon entering college, and the social demands they face, colleges and universities should formulate, in accordance with the Requirements and in the light of their specific circumstances, a scientific, systematic and individualized College English syllabus to guide their own College English teaching.I. Character and Objectives of College EnglishCollege English, an integral part of higher learning, is a required basic course for undergraduate students. Under the guidance of theories of foreign language teaching, College English has as its main components knowledge and practical skills of the English language, learning strategies and intercultural communication. It is a systematic whole, incorporating different teaching models and approaches.The objective of College English is to develop students’ ability to use English in a well-rounded way, especially in listening and speaking, so that in their future studies and careers as well as social interactions they will be able to communicate effectively, and at the same time enhance their ability to study independently and improve their general cultural awareness so as to meet the needs of China’s social development and international exchanges.Ⅱ.Teaching RequirementsAs China is a large country with conditions that vary from region to region and from college to college, the teaching of College English should follow the principle of providing different guidance for different groups of students and instructing them in accordance with their aptitude so as to meet the specific needs of individualized teaching.The requirements for undergraduate College English teaching are set at three levels, i.e., basic requirements, intermediate requirements, and advanced requirements. Non-English majors are required to attain to one of the three levels of requirements after studying and practicing English at school. The basic requirements are the minimum level that all non-English majors have to reach before graduation. Intermediate and advanced requirements are recommended for those colleges and universities which have more favorable conditions; they should select their levels according to the school’s status, types and education goals.Institutions of higher learning should set their own objectives in the light of their specific circumstances, strive to create favorable conditions, and enable those students who have a relatively higher English proficiency and stronger capacity for learning to meet the intermediate or advanced requirements.The three levels of requirements are set as follows:Basic Requirements:1. Listening: Students should be able to follow classroom instructions, everydayconversations, and lectures on general topics conducted in English. They should be able to understand English radio and TV programs spoken at a speed of about 130 to 150 words per minute (wpm)~ grasping the main ideas and key points. They are expected to be able to employ basic listening strategies to facilitate comprehension.2. Speaking: Students should be able to communicate in English in the course oflearning, to conduct discussions on a given theme, and to talk about everyday topics in English. They should be able to give, after some preparation, short talks on familiar topics with clear articulation and basically correct pronunciation and intonation. They are expected to be able to use basic conversational strategies in dialogue.3. Reading: Students should generally be able to read English texts on generaltopics at a speed of 70 wpm. With longer yet less difficult texts, the reading speed should be 100 wpm. Students should be able to do skimming and scanning.With the help of dictionaries, they should be able to read textbooks in their areas of specialty, and newspaper and magazine articles on familiar topics, grasping the main ideas and understanding major facts and relevant details. They should be able to understand texts of practical styles commonly used in work and daily life. They are expected to be able to employ effective reading strategies while reading.4. Writing:Students should be able to complete writing tasks for generalpurposes, e.g., describing personal experiences, impressions, feelings, or some events, and to undertake practical writing. They should be able to write within 30 minutes a short composition of no less than 120 words on a general topic, or an outline. The composition should be basically complete in content, clear in main idea, appropriate in diction and coherent in discourse. Students are expected to be able to have a command of basic writing strategies.5. Translation: With the help of dictionaries, students should be able to translateessays on familiar topics from English into Chinese and vice versa. The speed of translation from English into Chinese should be about 300 English words per hour whereas the speed of translation from Chinese into English should be around 250 Chinese characters per hour. The translation should be basically accurate, free from serious mistakes in comprehension or expression.6. Recommended Vocabulary: Students should acquire a total of 4,795 wordsand 700 phrases (including those that are covered in high school English courses), among which 2,000 are active words. (See Appendix III: College English Vocabulary.) Students should not only be able to comprehend the active wordsbut be proficient in using them when expressing themselves in speaking or writing.Intermediate Requirements:1. Listening: Students should generally be able to follow talks and lectures in English, to understand longer English radio and TV programs on familiar topics spoken at a speed of around 150 to 180 wpm, grasping the main ideas, key points and relevant details. They should be able to understand, by and large, courses in their areas of specialty taught in English.2. Speaking: Students should be able to hold conversations in fairly fluent English. They should, by and large, be able to express their personal opinions, feelings and views, to state facts and reasons, and to describe events with clear articulation and basically correct pronunciation and intonation.3. Reading: Students should generally be able to read essays on general topics in popular newspapers and magazines published in English-speaking countries at a speed of 70 to 90 wpm. With longer texts for fast reading, the reading speed should be 120 wpm. Students should be able to skim or scan reading materials. When reading summary literature in their areas of specialty, students should be able to get a correct understanding of the main ideas, major facts and relevant details.4. Writing: Students should be able to express, by and large, personal views on general topics, compose English abstracts for theses in their own specialization, and write short English papers on topics in their field. They should be able to describe charts and graphs, and to complete within 30 minutes a short composition of no less than 160 words. The composition should be complete in content, clear in idea, well-organized in presentation and coherent in discourse.5. Translation: With the help of dictionaries, students should be able to translate on a selective basis English literature in their field, and to translate texts on familiar topics in popular newspapers and magazines published in English speaking countries. The speed of translation from English into Chinese should be about 350 English words per hour, whereas the speed of translation from Chinese into English should be around 300 Chinese characters per hour. The translation should read smoothly, convey the original meaning and be, in the main, free from mistakes in understanding or expression. Students are expected to be able to use appropriate translation techniques.6. Recommended Vocabulary:Students should acquire a total of 6,395 words and 1,200 phrases (including those that are covered in high school English courses and the Basic Requirements), among which 2,200 are active words (including the active words that have been covered in the Basic Requirements). (See Appendix III: College English Vocabulary.)Advanced Requirements:I. Listening: Students should, by and large, be able to understand radio and TV programs produced in English-speaking countries and grasp the gist and key points. They should be able to follow talks by people from English-speakingcountries given at normal speed, and to understand courses in their areas of specialty and lectures in English.2. Speaking: Students should be able to conduct dialogues or discussions with acertain degree of fluency and accuracy on general or specialized topics, and to make concise summaries of extended texts or speeches in fairly difficult language.They should be able to deliver papers at academic conferences and participate in discussions.3. Reading: Students should be able to read rather difficult texts, and understandtheir main ideas and details. They should be able to read English articles in newspapers and magazines published abroad, and to read English literature related to their areas of specialty without much difficulty.4. Writing: Students should be able to write brief reports and papers in their areasof specialty, to express their opinions freely, and to write within 30 minutes expository or argumentative essays of no less than 200 words on a given topic.The text should be characterized by clear expression of ideas, rich content, neat structure, and good logic.5. Translation: With the help of dictionaries, students should be able to translate into Chinese fairly difficult English texts in literature related to their areas of specialty and in newspapers and magazines published in English-speaking countries; they should also be able to translate Chinese introductory texts on the conditions of China or Chinese culture into English. The speed of translation from English into Chinese should be about 400 English words per hour whereas the speed of translation from Chinese into English should be around 350 Chinese characters per hour. The translation should convey the idea with accuracy and smoothness and be basically free from misinterpretation, omission and mistakes in expression.6. Recommended Vocabulary: Students should acquire a total of 7,675 words and 1,870 phrases (including those that are covered in high school English courses, the Basic Requirements and Intermediate Requirements), among which 2,360 are active words (including the active words that have been covered in the Basic Requirements and Intermediate Requirements). (See Appendix III: College English Vocabulary.)The above-mentioned three requirements serve as reference standards for colleges and universities in preparing their own College English teaching documents. They could, in the light of their respective circumstances, make due adjustments to the specific requirements for listening, speaking, reading, writing and translation at the three levels. In doing so they should place more emphasis on the cultivation and training of listening and speaking abilities.III. Course DesignTaking into account the school’s circumstances, colleges and universities should follow the guidelines of the Requirements and the goals of their College English teaching in designing their College English course systems. A course system,which is a combination of required and elective courses in comprehensive English, language skills, English for practical uses, language and culture, and English of specialty, should ensure that students at different levels receive adequate training and make improvement in their ability to use English.In designing College English courses, requirements for cultivating competence in listening and speaking should be fully considered, and corresponding teaching hours and credits should be adequately allocated. Moreover, the extensive use of advanced information technology should be encouraged, computer- and Web-based courses should be developed, and students should be provided with favorable environment and facilities for language learning.College English is not only a language course that provides basic knowledge about English, but also a capacity enhancement course that helps students to broaden their horizons and learn about different cultures in the world. It not only serves as a tool, but also has humanistic values. When designing College English courses, therefore, it is necessary to take into full consideration the development of students’ cultural capacity and the teaching of knowledge about different cultures in the world.All the courses, whether computer-based or classroom-based, should be fully individual-oriented, taking into account students with different starting points, so that students who start from lower levels will be well taken care of while students whose English is better will find room for further development. College English course design should help students to have a solid foundation in the English language while developing their ability to use English, especially their ability to listen and speak in English. It should ensure that students make steady progress in English proficiency throughout their undergraduate studies, and it should encourage students’ individualized learning so as to meet the needs of their development in different specialties.IV. Teaching ModelIn view of the marked increase in student enrolments and the relatively limited resources, colleges and universities should remold the existing unitary teacher- centered pattern of language teaching by introducing computer- and classroom- based teaching models. The new model should be built on modern information technology, particularly network technology, so that English language teaching and learning will be, to a certain extent, free from the constraints of time or place and geared towards students’ individualized and autonomous learning. The new model should combine the principles of practicality, knowledge and interest, facilitate mobilizing the initiative of both teachers and students, and attach particular importance to the central position of students and the leading role of teachers in the teaching and learning process. This model should incorporate into it the strengths of the current model and give play to the advantages of traditional classroom teaching while fully employing modern information technology.Colleges and universities should explore and establish a Web-based listening and speaking teaching model that suits their own needs in line with their own conditions and students’ English proficiency, and deliver listening and speakingcourses via the intranet or campus network. The teaching of reading, writing and translation can be conducted either in the classroom or online. With regard to computer- and Web-based courses, face-to-face coaching should be provided in order to guarantee the effects of learning.The network-based teaching system developed in an attempt to implement the new teaching model should cover the complete process of teaching, learning, feedback and management, including such modules as students’ learning and self-assessment, t eachers’ lectures, and online coaching, as well as the monitoring and management of learning and coaching. It should be able to track down, record and check the progress of learning in addition to teaching and coaching, and attain to a high level of interactivity, multimedia use and operability. Colleges and universities should adopt good teaching software and encourage teachers to make effective use of Web multimedia and other teaching resources.One of the objectives of the reform of the teaching model is to promote the development of individualized study methods and the autonomous learning ability on the part of students. The new model should enable students to select materials and methods suited to their individual needs, Obtain guidance in learning strategies, and gradually improve their autonomous learning ability.Changes in the teaching model by no means call for changes in teaching methods and approaches only, but, more importantly, consist of changes in teaching philosophy and practice, and in a shift from a teacher-centered pattern, in which knowledge of the language and skills are imparted by the teacher in class only, to a student-centered pattern, in which the ability to use the language and the ability to learn independently are cultivated in addition to language knowledge and skills, and also to lifelong education, geared towards cultivating students’ lifelong learning ability.For the implementation of the new model, refer to Appendix 1: Computer- and Classroom-Based College English Teaching Model.Ⅴ. EvaluationEvaluation is a key component in College English teaching. A comprehensive, objective, scientific and accurate evaluation system is of vital importance to the achievement of course goals. It not only helps teachers obtain feedback, improve the administration of teaching, and ensure teaching quality but also provides students with an effective means to adjust their learning strategies and methods, improve their learning efficiency and achieve the desired learning effects.The evaluation of students’ learning consists of formative assessment and summative assessmentFormative assessment refers to procedural and developmental assessment conducted in the teaching process, i.e., tracking the teaching process, providing feedback and promoting an all-round development of the students, in accordance with the teaching objectives and by means of various evaluative methods. It facilitates the effective monitoring of students’ autonomous learning, and is particularly impor tant in implementing the computer- and classroom-based teaching model. It includesstudents’ self-assessment, peer assessment, and assessment conducted by teachers and school administrators. Formative assessment takes such forms as keeping a record of stud ents’ in and outside of classroom activities and online self-learning data, keeping files on students’ study results, and conducting interviews and holding meetings. This allows students’ learning processes to be subjected to observation, evaluation and supervision, thus contributing to the enhancement of their learning efficiency. (See the recommended Self’-Assessment/ Peer Assessment Forms for Students’ English Competence in Appendix Il.)Summative assessment is conducted at the end of a teaching phase. It mainly consists of final tests and proficiency tests, designed to evaluate students’ all-round ability to use English. These tests aim to assess not only students’ competence in reading, writing and translation, but also their competence in listening and speaking.To make a summative assessment of teaching, colleges and universities may administer tests of their own, run tests at the intercollegiate or regional level, or let students take the national test after meeting the different standards set by the Requirements. Whatever form the tests may take, the focus should be on the assessment of students’ ability to use English in communication, particularly their ability to listen and speak in English.Evaluation also includes that of the teachers, i.e., the assessment of their teaching processes and effects. This should not be merely based on students’ test scores, but take into account teachers’ attitudes, approaches, and methods; it should also consider the content and organization of their courses, a nd the effects’ of their teaching.Government education administrative offices at different levels and colleges and universities should regard the evaluation of College English teaching as an important part of the evaluation of the overall undergraduate education of the school.VI. Teaching AdministrationTeaching administration should cover the whole process of College English teaching. To ensure that the set teaching objectives can be achieved, efforts should be made to strengthen the guidance for and supervision of the teaching process. For this purpose, the following measures should be taken:1. A system for teaching and teaching administration documentation should be established. Documents of teaching include College English Curriculum of the colleges and universities concerned, as well as the documents stipulating the teaching objectives, course description, teaching arrangement, content of teaching, teaching progress, and methods of assessment for all the courses within the program. Documents of teaching administration include documents registering students’ status and their academic credits, regulations of assessment, students’ academic scores and records, analyses of exam papers, guidelines for teaching and records of teaching and research activities.2. The College English program should adapt itself to the overall credit system of the colleges and universities concerned and should account for 10% (around 16) of the total undergraduate credits. The credits students acquire via computer-based courses should be equally acknowledged once students pass the exams. It is suggested thatthese credits should account for no less than 30% of the total credits in College English learning.3. Faculty employment and management should be improved in order to guarantee a reasonable teacher-student ratio. In addition to classroom teaching, the hours spent on face-to-face coaching, instructions on network usage and on extracurricular activities should be counted in the teachers’ teaching load.4. A system of faculty development should be established. The quality of teachers is the key to the improvement of the teaching quality, and to the development of the College English program. Colleges and universities should build a faculty team with a good structure of age, educational backgrounds and professional titles, lay emphasis on the training and development of College English teachers, encourage them to conduct teaching and research with a focus on the improvement of teaching quality, create conditions for them to carry out relevant activities in various forms, and promote effective cooperation among them, so that they can better adapt to the new teaching model. Meanwhile, opportunities should be created so that the teachers can enjoy sabbaticals and engage in advanced studies, thus ensuring sustainable improvement in their academic performance and methods of teaching.Appendix ⅠComputer- and Classroom-Based College English Teaching Model The new College English teaching model based on the computer and the classroom is designed to help Chinese students achieve the objectives set by the Requirements. The model places a premium on individualized teaching and independent learning and makes full use of the special function of computers in assisting learners with repeated language practice, especially with training in listening, and speaking abilities. While taking advantage of the teachers’ lectures and coaching, students can be assisted by computers in choosing the appropriate content and methods of learning according to their specific needs, proficiency and schedules under the guidance of teachers, so that their all-round ability to use English can be improved and the best effects of learning achieved.To implement the computer-based English learning, the teacher’s role of face-to-face coaching should be stressed. It could take the form of group work, focusing on checking students’ independent learning, and providing due guidance and assistance for students. In principle, at least one hour of coaching should be offered after every 16 to 20 hours of student learning.1.Structure of the ModelInstructions:Teaching activities such as practice in English listening, speaking, reading, writing and translation can be conducted via either the computer or classroom teaching. The solid arrow indicates the main form of a certain environment of teaching, while the dotted arrow the supplementary form of a certain environment of teaching. Specifically, listening ability is trained mainly in a computer- andWeb-based environment, supplemented by classroom teaching: writing and translation are trained mainly in the classroom, supplemented by a computer- and Web-based environment. Speaking and reading, on the other hand, are trained by both means. In the process of teaching, teachers serve as organizers of teaching activities, and teaching administration is implemented by the administrative office of teaching affaires, teachers, and teaching management software.Instructions:Freshmen take a computer-based placement test upon entering college to measure their respective starting levels, such as Grade 1, Grade 2 or Grade 3. After the teachers determine the grade and establish an account for all students based on their test results via the management system, students can start to study courses according to teachers’ arrangement. After learning continues for a certain period of time (set by the universities and colleges), students can take the Web-based unit test designed by the teachers. Then students automatically enter the next unit if they pass the test. If they fail, students then return to the current unit and repeat the whole learning process. When they are ready (after studying a few units), students should receive tutoring. After individualized tutoring, teachers can check the students’ online learning by means of either oral or written tests, and then decide whether the students can pass. If they pass, students can go on to the next stage; if they fail, the students should be required by teachers to go back to a certain unit and re-study it until they pass.Appendix ⅡSelf-Assessment/Peer Assessment Form for Students’ English Competence Instructions:1.The Self-Assessmen t/Peer Assessment Form for Students’ EnglishCompetencespecifies and lists various linguistic skills covered in the Basic Requirements, Intermediate Requirements and Advanced Requirements. It can help teachers better understand teaching requirements at different levels, thus adding direct relevance to teaching. In addition, teachers can either supplement or modify related skills according to the school’s College English syllabus.2.Teachers can introduce to students the skills listed in theSelf-Assessment/PeerAssessment Form at the beginning of their teaching, in order to acquaint them with the teaching requirements.3. Teachers should require students to do self-assessment and peer assessmentat regular intervals, and in doing so, help them to know about their own mastery of linguistic skills and regulate their learning behaviors on a timely basis.4. Stud ents are expected to assess their own or their classmates’ Englishcompetence in the "Assessment" column on the right of the form, giving a tick (√) to what they are able to achieve. Then based on the results ofself-assessment or peer assessment, and with reference to the directions givenbelow, students can arrange for learning at the next stage.《大学英语教学指南》1 前言为了全面贯彻党的教育方针，进一步深化大学英语教学改革，提高教学质量，根据《国家中长期教育改革和发展规划纲要（2010-2020）》和教育部《关于全面提高高等教育质量的若干意见》等文件的精神，在总结大学英语课程建设和教学改革经验的基础上，特制订本指南。

2020外国语言文学类专业教学指南,学分摘要：一、背景介绍- 2020 年外国语言文学类专业教学指南发布- 对高校外语教学的指导意义二、学分设置- 外语类课程学分要求- 各类别课程学分比例- 实践课程学分的重要性三、课程设置- 语言技能课程- 语言知识课程- 相关专业知识课程- 实践课程四、教学质量评价- 教学评价体系- 学生评教的作用- 教学质量保障措施五、结论- 教学指南对提高外语教学水平的推动作用- 高校应积极落实教学指南的要求和建议正文：随着全球化的发展和国际交流的日益频繁，我国对外语人才的需求越来越大。

为了更好地满足这一需求，提高高校外语教学水平，教育部于2020 年发布了《外国语言文学类专业教学指南》。

该指南对高校外语专业的课程设置、教学方法、教学质量评价等方面提出了具体的建议和指导，对高校外语教学有着重要的影响。

在课程设置方面，教学指南明确提出外语类课程的学分设置要求。

其中，语言技能课程和语言知识课程是基础，相关专业知识课程和实践课程则是提高。

具体而言，语言技能课程和语言知识课程的学分比例分别为40% 和40%，而相关专业知识课程和实践课程的学分比例分别为10% 和10%。

这一设置旨在确保学生既能掌握扎实的语言基础，又能了解相关专业知识，提高实践能力。

在教学质量评价方面，教学指南强调建立科学、合理的教学评价体系。

这一体系应包括学生评教、同行评价、专家评价等多种评价方式，以充分了解教学效果，为提高教学质量提供依据。

同时，高校也应关注学生评教的作用，将其作为教学质量评价的重要组成部分。

此外，教学指南还要求高校建立健全教学质量保障措施，包括教学检查、教学督导、教学反馈等，以确保教学质量的持续提升。

总之，《2020 外国语言文学类专业教学指南》为高校外语教学提供了明确的指导，有助于提高外语教学水平，培养更多优秀的外语人才。

外国语言学及应用语言学（英语）、英语语言文学专业硕士研究生培养方案及课程简介（2010年6月修订）一、培养目标和要求为了迎接新世纪的挑战，为了贯彻“科教兴国”的战略思想，为了现代化建设的需要，英语专业研究生项目按照国家教育部对文科应用类研究生培养目标和要求，确定其整体培养方案和具体的课程设置。

本专业将坚持德智体全面发展的教育方针，坚持按照外交学院的校训，对研究生实施政治思想、专业知识和语言技能的综合培养，为外交部和其他部委或涉外部门培养和输送高层次、复合式、外向型高级人才，他们应该既能够胜任具体的业务性工作，又能够进行调研和科研工作，完成不同级别的研究课题，产生高质量的调研报告或科研论文。

为此，对本专业研究生的要求如下：1.在政治思想上坚持四项基本原则，拥护党的改革开放方针路线，决心努力学习，提高自己的综合素质，为我国的强盛、社会主义事业的发达贡献自己的力量和聪明才智。

2.具有扎实的英语基础，高于一般的口语和文字表达能力。

3.掌握有关的专业知识。

4.掌握调研报告或科研论文的写作方法。

5.熟练地掌握一门第二外国语。

6.身体和心理健康。

二、研究方向1. 外国语言学与应用语言学〖翻译理论与实践〗（学科代码：050215）2.英语语言文学〖美国研究〗（学科代码：050201）三、学习年限外国语言学与应用语言学和英语语言文学两个二级学科的英语（翻译理论与实践和美国研究）专业学习年限均为三年，其中前两年为学习专业课程时间，第三年为论文撰写时间。

四、学分要求外国语言学与应用语言学（翻译理论与实践）和英语语言文学（美国研究）专业均要求修满49学分，其中必修课36学分，选修课12学分，实习1学分（在校期间担任助教满72学时，或利用假期参加社会实践活动满一个月，写出实习书面报告，有实习单位鉴定认可的，计1学分）。

每个学生在本方向选修课内修满12学分后，可以在另一方向中选修1-2门课程。

五、课程设置为实现上述人才培养目标和要求，除了根据教育部要求安排的公共课程外，两个专业方向还设置以下专业课程：1.外国语言学与应用语言学〖翻译理论与实践方向〗●必修课高级英译汉（I）高级汉译英（I）高级英译汉（II）高级汉译英（II）高级英语口译（外交）高级英语口译（文化）高级英语口译（经贸）高级英中视译●选修课英国文学美国文学普通语言学翻译理论话语分析西方文论同声传译实践翻译研究方法论互文性与翻译研究2.英语语言文学〖美国研究方向〗●必修课高级英译汉（I）高级汉译英（I）高级英译汉（II）高级汉译英（II）高级英语口译（外交）高级英语口译（文化）高级英语口译（经贸）高级英中视译●选修课美国外交政策国际关系：理论与实践外交与法律美国族群问题研究美国法律与司法体系美国历史专题研究同声传译实践社会科学研究方法论六、教学与培养方式1.言传身教、教书育人是教师之天职，师德之体现。

英国对外英语教学/教育专业介绍近年来，去英国留学的人数直线上升，其中有一个新的专业受到中国留学生的青睐，那就是“TESOL”，英文全称是“Teaching English to Speakers of Other Languages”，中文翻译为“对外英语教学/教育”。

为什么这个专业比较受青睐呢？主要是因为国内有很多大学选择英语类专业的本科生，出国之后申请其他专业容易受到限制，而且随着TESOL的走红，目前已经有100多个国家开设了TESOL课程，国内有些高校也开展了相关课程和证书的学习，TESOL的专业人才需求非常大，就业前景异常的好。

现在就给各位童鞋介绍一下英国的TESOL专业，主要有三大类，分别针对不同的申请人：第一类：360教育集团介绍说，有语言专业背景的申请人TESOL专业一般会要求学生有相关语言学的背景，包括语言学，文学，教育学等等。

这为中国国内学语言专业的学生提供了一个很好的选择。

此类比较知名的大学包括：University of York 约克大学MA in Teaching English to Speakers of Other Languages约克大学综合排名高，在国内国际知名度较高，该学校的TESOL专业开设在教育学院下面，同时其专业课程学起来会比较轻松，毕业率很高。

此外，学校特别说明如果有1年及以上的教育工作经验，建议申请MA in Applied Linguistics for English Language TeachingUniversity of Edinburgh 爱丁堡大学MSc in Teaching English to Speakers of Other Languages爱丁堡大学作为英国最古老的大学之一，已经有了500年以上的历史，在英国乃至世界知名度都非常高。

就QS2014年最新的世界排名，爱大达到了全球第17位。

同时爱大在教育学领域也是非常受推崇的。

英国留学之TESOL和教育学到底有啥区别？应该怎么选择？想去英国继续攻读TESOL专业or教育学专业？这可是非常热门的专业啊~But，很多选择小伙伴们在申请时都容易被这两个专业混淆，存在很多疑惑，到底哪一个专业好申请一些、好就业一些呢？那么今天，小编就来为大家具体介绍及对比一下这两个专业。

一、TESOL专业1.什么是TESOL？ESOL是“Teaching English to Speakers of Other Languages”的缩写，中文翻译是“对外英语教学”。

TESOL的教学目的就是教授母语为非英语的英语教学的方法和理论，提升英语教学的师资水平。

2.TESOL证书：TESOL证书是全球公认的ESL(教授英语为第二语言)教师职业资格证书，其技术水准代表了英语教学技能的国际标准，拥有TESOL证书，进而成为英语语言教学领域的专家，即拥有了在世界各国从事以英语为第二语言的教学资格，想必这是大多英语语言专业学生梦寐以求的事。

3.英国TESOL专业合适人群可分为三类：（1）有语言专业背景的申请人TESOL专业一般会要求学生有语言学方面的背景。

在英国大学设置的课程里，几乎找不到与国内英语专业完全衔接的课程，除了接受转专业的商科、传媒等专业，MA TESOL课程就是一个很好的选择。

（2）无语言专业背景的申请人有一些院校也可以接受没有语言专业背景但是热爱英语教学专业的申请人。

（3）有工作经验的申请人TESOL专业有很多都是要有1到2年，甚至3年相关工作经验才能申请的。

4.英国Tesol专业优势：（1）对相关专业背景一般无特殊要求，对英语教学感兴趣的人都可以申请，雅思要求比teaching等要求要低；（2）属于新兴专业，就读人数少，学历世界认可，毕业后竞争压力小，易就业；（3）就业范围广，一般包括国外大学语言中心、TAFE、语言学校等的教学科研工作，以及回国后中小学、各种语言培训中心等，收入不菲。

5.英国TESOL专业就业前景：随着教育全球化进程的不断加速，作为国际性语言的英语更显重要。

语言学专业主要课程全文共四篇示例，供读者参考第一篇示例：第一门课程是《语音学》。

语音学是语言学专业的基础课程之一，旨在帮助学生了解语音在语言系统中的作用和原理。

在这门课程中，学生将学习不同语音的产生方式，各种语音现象在语言中的分布规律，以及语音对语言交流的重要性。

通过学习语音学，学生可以更深入地了解语音是如何构建语言系统的基础。

语言学专业还涉及诸如《语用学》、《方言学》、《历史语言学》等多个领域。

《语用学》旨在帮助学生了解语言的使用和交流规则；《方言学》旨在帮助学生了解不同地区或社会群体间的语言差异；《历史语言学》旨在帮助学生了解语言的演变和发展规律。

通过学习这些课程，学生可以全面了解语言学的各个方面，提升自己的语言分析和研究能力。

语言学专业的课程设置丰富多样，旨在帮助学生全面了解语言的本质和规律。

通过系统的学习和实践，学生可以培养自己的语言分析和研究能力，为日后从事语言学相关工作打下坚实的基础。

希望有志于从事语言学研究的同学能够在这个领域发挥自己的才华，为语言学研究做出更大的贡献。

第二篇示例：语言学专业是人文学科中一门重要而且专业性强的学科，主要是研究人类语言的起源、发展、变化以及相关现象。

在语言学专业中，学生将学习到许多不同的课程，这些课程涵盖了语言学的不同领域，为他们提供了丰富的知识和技能。

以下是语言学专业的主要课程：一、基础课程1. 语言学引论：介绍语言学的基本概念、发展历史和主要研究领域，为后续课程打下基础。

2. 语音学：研究语音的产生、传播和感知，包括语音的发音方法、国际音标等内容。

3. 语法学：研究句子结构和规则，探讨语法的基本原理和分类。

4. 语义学：研究语言中词语和句子的意义，探讨逻辑、语义和语用之间的关系。

三、专业课程1. 语言学研究方法：介绍语言学研究的方法论和技术，培养学生的研究能力和创新意识。

2. 语言学理论：深入探讨现代语言学的主要理论，包括结构主义、生成文法、认知语言学等内容。

【导语】LSE一直被当做牛剑的竞争对手之一，国际生比例超过牛津和剑桥，文凭是有力就业保障，然而答案取决于学习领域，某些专业上LSE与牛剑旗鼓相当。

今天就和一起来看看吧!很多人认为LSE是一个偏经济的院校，其实不完全正确，LSE的传媒专业世界第三，学校全名"TheLondonSchoolofEconomicsandPoliticalScience"不是没有道理的。

牛剑优势劣势分析：人文专业众多，而牛剑的体制更是培养出数量惊人的科学家、经济学、政治学家。

这一点上，LSE稍逊一筹。

学院制提供一种嵌入式、小范围的教学支持和社交网络，LSE不具备这样的优势。

牛剑的影响力很大部分是因为历史悠久。

LSE1895年才建校，在LSE闪耀之前的几个世纪里，牛剑一直是占有统治地位的。

学校历史融合了当地文化。

伦敦是一个机会和娱乐项目很多的大城市，除了超高比例的学生居住在这里，伦敦还首先是英国最重要的商业、媒体与政治中心。

选择牛津或剑桥，距离首都城市还是有一点距离的。

校友网络更强大。

我们可以合理猜测，牛剑的学院制体系和悠久的历史，形成了他们强大的人脉网络。

课程规模相对较小，学校效果更好。

晚餐可以与其他学院同学一起用餐，有机会与其他院系学生探讨。

牛剑长久以来互看不顺眼，牛津剑桥赛艇对抗赛历史悠久。

一年一度两大名校之间的友谊赛，吸引的不止牛剑高材生，还有其他大学学生，以及附近的居民和游客观看。

牛剑的校园环境真的非!常!美!LSE优势劣势分析:LSE盛产理论家，他们曾经或正在LSE主要学科领域进行教学、研究或者授课。

在当地pub，喝一杯学生价的cider的时候，你极有可能碰到高智商的大神、商业和法律领域的精英，比如说法官或知名律师等。

伦敦主校区这个位置就很有吸引力。

不过，这也意味着很多学生只能住在一区以外，这样才能承担得起在LSE的学习费用。

社交机会少，人脉网络相对较弱，人与人之间生活都比较独立，尤其是住得离学校较远的同学。

英国留学英语专业的就业前景如何？英国是学英语的首选，纯正迷人的英音一出口，马上能为自己加分不少。

英国的英语教学历史悠久，课程丰富，专业划分得细致。

同传/笔译/语言学/TESOL/教育，是本科英专经常选择的英硕专业。

那么Ta们的区别是什么呢?语言类专业对口都可以申请什么?1、同传专业同传是指译员在不打断讲话者讲话的情况下，不间断地将内容口译给听众的一种翻译方式。

这种方式适用于大型的研讨会和国际会议，通常由两名到三名译员轮换进行。

同声传译员一般收入较高，是真正的金领行业，但是成为同声传译的门槛也很高。

当今世界上95%的国际高端会议都采用同声传译的方式。

这要求译员提前学习，提前准备，一些会议会提前三四天给资料，但是有一些则出于保密提前三十分钟才会给材料，一般译员都很难看完。

2、英语语言学/英语文学语言学就是对语言的学习：发音、构词、造句、修辞……没有足够的耐性，真的学不了这个。

不过，很多小伙伴都是进了语言学专业的门后，才慢慢磨出了耐性。

3、TESOL 对外英语教学这个是许多留学生都比较心仪的专业，很多小伙伴们以后的职业规划是教授英语，选择TESOL专业是十分对口的。

TESOL是“Teaching English to Speakers of Other Languages” 的缩写，中文翻译是“对外英语教学”，就是要为非英语国家的人教授英语。

包括听说读写各个方面，是一门注重实践的课程。

作为证书课程来学习，TESOL证书课程内容已经被国际上100多个国家的8000多所学校认可。

TESOL证书持有者可以在全球范围内从事英语作为第二外语教学工作，其含金量和认可度很大，可以作为国际公认的国际英语教师资格证书。

4、教育学教育学是一门比较笼统的学科，细分专业有：教育研究、教育管理、教育学与社会研究等。

教育是老牌的行业，尤其是欧美国家，对于优秀的教师需求量是很大的。

英国作为在教育行业领先的国家，有着很多优秀的大学。

英语专业语言学方向
英语专业中的语言学方向是研究语言的结构、功能和发展规律的学科。

在语言学方向中，主要关注的是英语语言的各个层面，包括语音学、语法学、语义学、词汇学、语用学等。

1. 语音学（Phonetics）：研究语音和发音的学科。

它包括对语音单位（音位）的分类和描述，以及语音的产生、传播和感知等方面的研究。

2. 语言音系学（Phonology）：研究语音在特定语言中的组合和规则。

它研究的是语音的功能和意义，以及不同语音之间的变化和相互关系。

3. 语法学（Grammar）：研究语言的句法结构和句子的组织规则。

它关注句子的成分、句子类型、句法关系等方面，以及不同句式和语法现象的分析和解释。

4. 语义学（Semantics）：研究语言中词汇和句子的意义和含义。

它涉及符号的指称、概念的表达、意义的推理等问题，并探讨语言与思维、社会文化背景之间的关系。

5. 词汇学（Lexicology）：研究语言中词汇的产生、变化和使用规律。

它研究词汇的分类、构词法、词义等问题，并分析词汇在句子中的作用和语言变异现象。

6. 语用学（Pragmatics）：研究语言使用和交际的学科。

它关注语言的意图、指代、语境、说话人意向等方面，以及语言行为的目的和效果。

此外，还有与语言学密切相关的领域，如文体学（Stylistics）、社会语言学（Sociolinguistics）、心理语言学（Psycholinguistics）等。

这些方向在深入研究与英语语言相关的领域和问题时也起到重要的作用。

《语言学概论》教学大纲课程英文名称：General course of linguistics 课程编号：总学时：32 先修课程：英语精读、英语泛读、现代汉语、英美概况等适用专业：英语专业本科学生一、课程性质与任务1．课程性质：本课程是英语专业的专业必修课。

2．课程任务：学习完本大纲规定的内容后，应达到下列基本要求：掌握英语语言学的基础知识、英语语言的性质、结构、特征和功能，以及它们与外语教学的关系，从而加强英语语言的学习和英语教学法的研究，提高英语语言水平和英语语言教学能力。

了解语言在时空中的变异及其与社会、文化、语境、思维等外部因素的关系，同时了解部分主要语言学流派。

学生通过对该课程的学习，既能借助语言学理论整理和吸收语言知识，又能运用正确的观点评价语言。

二、课程教学内容、形式和结业标准1. 教学内容：本课程由7章构成（1）导论：导论：语言学的概念和意义，语言学的概念和意义，语言学的概念和意义，语言的区别性特征和语言学里一些重要区别性概语言的区别性特征和语言学里一些重要区别性概念。

（2）语音学：语音学的概念和范畴，辅音的发音方式和发音部位。

了解发音器官和国际音标。

（3）音系学：音位学的定义，音素的区别性特征以及跟音素相关的几个重要概念。

超语段特征：音节、重音、音高等。

（4）形态学：形态学相关的基本概念和词素的类型，构词法种类。

（5）句法学：短语结构规则和转换生成规则；直接成分分析法，句法功能和范畴。

（6）语义学：语义学的研究范畴吗，各种意义关系以及意义分析的方法，历史上不同的意义观和研究语义学的方法。

（7）语用学：语用学的概念，意义和语境的关系、言语行为理论，会话合作原则，了解会话含义，礼貌原则。

了解会话含义，礼貌原则。

（8）语言和文化：）语言和文化： 语言、文化和社会的关系，语言的变体，Sapir -Whorf 假说。

2. 教学形式：本课程采用课堂讲授与课后作业相结合的方式进行。

：本课程采用课堂讲授与课后作业相结合的方式进行。